Assessment-based curriculum: globalising and enterprising culture, human capital and teacher–technicians in Aotearoa New Zealand
(2016) Journal of Education Policy, pp. 1-24. Article in Press.
This policy chronology traces the institution of globalised school curriculum and assessment discourses, as a vernacular and specific form of public rationalisation and educational governmentality in Aotearoa New Zealand. Without functional national standards or national testing, official discourses constructed an assessment-driven framework as a public measurement and performance regime. Drawing on Michel Foucault’s ‘toolkit’, this genealogy traces attempts by the government’s review and audit agency (the ERO), to lift achievement through establishing national standards, normalising assessment and strengthening market-managerial accountabilities. Therapeutic technologies of personal re/development supplemented the above through managed literacy partnerships. This was the basis for the managed reprofessionalisation of techno-entrepreneurial teachers around stipulated, data-driven and measured performances. The paper examines the centrality of the New Zealand Curriculum Framework to the reconstruction of an Enterprise Culture and the psycho-cognitive re/making and re/moralisation of individuals as responsibilised, self-managing and calculative. It posits that within a busnocratic rationality (merging business, entrepreneurial and technical-management), a calculative governmentality required educational data-systems for future population knowledge and control. The genealogy demonstrates the inextricable connection between ‘public’ rationalities, technologies of control and the re/construction of ‘private’ identity, subjectivity and ethics, under neoliberal governmentality. © 2016 Taylor & Francis
curriculum/assessment; economisation; education policy; enterprise; genealogy; Neoliberal governmentality; re/moralisation; reprofessionalisation; standards